PSCI 3364.

001 Campaigns and Elections

Fall 2008 - Thursdays, 1300-1600, in ECSS 2.312
Contact Information Professor: Casey
Office: GR 3.220. I also maintain offices in GR 3.808, and GR 3.224
Office Phone: x-6514. I can also be reached at x-4896, or at x-45494
Email Address: caseyfessor@yahoo.com URL: www.caesaigh.org
Office Hours: Thursdays, 1000-1200, 1600-1700, and by appointment (No Monday or Friday Appointments).

Teaching Assistant none assigned TA Office and Officehours n/a

I. General Course Information

A. Description
This course is designed to examine whether campaigns matter, whether elections matter, and, if so, how they
matter. Although the focus is largely on the United States, campaigns and elections in other countries that are
considered stable, functioning, democracies also are considered. These countries also have major elections scheduled
this year or next. This comparative perspective allows for a deeper understanding of the world’s electoral systems and
of American elections and campaigns in context.
The course specifically covers topics on the determinants of individual citizen behavior including the decision
to vote vs. not vote, influences on voting behavior, campaign strategies and dynamics, and factors shaping election
outcomes.
These objectives are addressed by lectures, discussion, and reading materials. Grading is weighted heavily
toward assessing student knowledge regarding modern electoral dynamics at the presidential and congressional levels,
and the understanding between them.

B. Learning Objectives
To understand the nature of modern U.S. political campaigns and elections primarily through analysis of
presidential and congressional election dynamics, but with some attention paid to state level campaigns as well. The
course in part also explores the evolution of U.S. electoral politics and its historical-constitutional origins.

II. Course Requirements and Grading Criteria

A. Students will write 13 Integrative Summaries of the readings. These will be one page only, single spaced, 10 point
font (Times New Roman), your name at the bottom. They will summarise a) the previous weeks readings, b) the
previous weeks lecture and discussion. They will integrate all of that, as well as the current state of the a)
presidential race, and b) the current state of the U.S. Senate race in Texas. This will be a pithy, seamless, cohesive,
data-driven analysis of all of the foregoing. Due at the beginning of class, on the dates indicated. Worth5% each,
for 65% of your grade.

B. Students will write a Comprehensive Essay, due the day of the Final exam, which will summarise the semesters
readings, lectures, discussions, campaigns, races, and elections. 15 pages, double-spaced, 12 point font (Times
New Roman), 1”x1”x1”x1” margins, page numbers lower right, stapled upper left, title “final essay in PSCI3364”.
Your name on the last page, at the bottom. Worth 35% of your grade.

C. Neither the Comprehensive Essay nor the Integrative Summaries will be opinion-based, or allow for any opinion
on the part of the author.

D. Grading – Standard 100-point scale, conformed to Letter grades. I DO NOT CURVE GRADES- such only
rewards those lacking incentive to perform better, and punishes those who strive to achieve.

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Grading Scale:
100-98= A+ 87-89= B+ 77-79= C+ 67-69= D+
93-97= A 83-86= B 73-76= C 63-66= D Below 60=F
90-92= A- 80-82= B- 70-72= C- 60-62= D-
You will be assigned grades based upon your performance on your assignments. Extra Credit will be available, and
will consist of non-course related campus activities. These will be posted on WebCT and my personal class web-page
by September 15th . Extra Credit is only available to those students who have completed all coursework, and for a
maximum of five (5) percent of the total grade.

III. Prerequisites
None, but this course is reading intensive, with substantial written components. Therefore, students must have
competency in written and spoken standard American English.

IV. Required Textbooks

Hunter S. Thompson, Fear and Loathing: On the Campaign Trail, ISBN 978-0446313643. Grand Central Publishing

Steven J. Brams, The Presidential Election Game ISBN 978-1568813486, 2nd ed'n. A K Peters, Ltd

William H. Flanigan and Nancy H. Zingale, Political Behavior of the American Electorate ISBN 978-1933116679,
11th ed'n, CQ Press

Alan Abramowitz, Voice of the People : Elections and Voting in the United States, ISBN 978-0072490657. McGraw-
Hill

Again, all are required, all will be used, all will be examined. These should be available at the UTD bookstore, Off
Campus Books, and you can probably buy a copy online somewhere as well. You are expected to read ahead.

V. Other assigned materiel

You will need to acquire additional readings from the UTD Libraries; the majority of which is online. You are
responsible for all assigned readings. As well, you can learn a great deal about modern campaigning merely by
digesting the news. I *highly* recommend reading the NY Times, Washington Post, Guardian (UK), L.A. Times, Wall
Street Journal, or even the Dallas Morning News. All of these have free online editions.

VI. Attendance
A. UTD requires "Regular and Punctual attendance". It has been my experience that poor attendance DOES result in a
lackluster performance. Nonetheless, you are adults, so I feel no need to take attendance- Come only if you intend to
learn.

B. Verification of Enrollment: UTD requires that all persons enrolled in coursework carry an identification card, and:
1) have on their person this card, and 2) be ready to surrender it for examination to any duly constituted authority.

For our purposes, this means I may ask for your I.D. when you turn in your work. Not having one on you means I will
not grade that work until I see an ID. This is not meant to belittle you, but with as many students as I have, getting to
know all by sight is very difficult- but I'll try.

C. Tardies: Class is scheduled to begin at 1300, thus, I will begin class at that time. There is not much leeway allowed
due to the amount of material being covered. You are adults, you signed up for this class at this time. I will not repeat
material for the benefit of those without the incentive to arrive promptly. If you know you will be late, please do your
classmates the courtesy of not entering the room. Excessive tardiness will be penalized through your final grade.
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 D. Leaving Early: Due to the amount of material being covered, leaving before class is complete will hurt your
interactive note-taking. Moreover, doing so is an unnecessary breach of etiquette and a distraction to your colleagues.
If you must leave early, inform me before class, or else your leaving will be treated as if a tardy and your grade will be
penalised.

E. WITHDRAWING FROM THIS COURSE-

1) If you decide that you must drop the course, it is your responsibility to fill out the appropriate form in the
college office on campus. Withdrawal from the course after the official day of record will result in a final grade of
“W” on the student transcript and no credit will be awarded. Prior to the official day of record, it is the student’s
responsibility to initiate and complete a request for withdrawal from any course. I do not automatically drop students.
You do your own paperwork.

2) The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the
student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw
any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if
you choose not to attend the class once you are enrolled.

Translation: If you stop attending and do not fill out the drop form, you will receive an "F" in the course.

VII. Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and
procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found
at the website address given below. Additional information is available from the office of the school dean.
( http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

VIII. WebCT

…will be used sparingly. If you do not have a computer at home or prefer to work on campus, you may do this at the
library or in the many computer labs on campus. It is a technology based learning aid- occasional outages are possible.

---If you are unfamiliar with WebCT, go to http://www.utdallas.edu/distancelearning/students/webct_login.htm

---If you need help with a netID or unix password, go to http://www.utdallas.edu/distancelearning/students/netid.htm

IX. Assignments
A. The Integrative Summaries are one-page only summaries integrating a particular weeks readings into a comprehensive
assessment of the literature and current events. Due-dates are listed in section XVIII.

B. Students will turn in their properly formatted and printed Comprehensive Essay on December 4th , no later than 1600.
They will be also sent in as an e-mail attachment in .doc format, which will also be scanned through TurnItIn.com.

C. Make-up work. If one of the IS is late or not turned in, the next one will be given a weight associated with both (13%).
In the very unlikely event a student doesn’t turn in two in a row, a make-up IS will be allowed only if there is clear
and demonstrable (my decision to accept or not) proof the student had a highly viable excuse for not turning in two
weeks worth of assigned work. The Make-up IS will be not only written, but the student will present him/herself for a
oral examination of the previous literatures.

No make-up work will be granted for missing more than 2 IS, and none for failing to complete and turn in the
Comprehensive Essay on time.

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 X. Participation

The personal views of the instructor are not dogma, and are open to question and discussion. Please feel free to
disagree, but be prepared to logically and empirically back up your argument!

A. Please remember the basic courtesies when disagreeing with others in the room- Speak clearly, concisely, and do
not engage in shouting matches. At the same time, if you merely sit there and absorb without examining the issues
critically, you are missing out. The college campus is truly one of the last places in this country to voice your ideas in a
public forum, and these issues DO affect you for the rest of your lives.

B. Your participation is expected, and may be a consideration on your final grade.

XI. E-mail Use

The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and
students through electronic mail. At the same time, email raises some issues concerning security and the identity of
each individual in an email exchange. The university requires all official student email correspondence be sent only to
a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it
originates from a UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student
with a free email account that is to be used in all communication with university personnel. The Department of
Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.

Because of space and correspondence issues, I have set up an email account for only my students use. I will only
consider email about this course if it is sent to that account. This ensures that I will attend to your needs more
promptly, and that you will receive the attention you have earned. If you send e-mail to my UT Dallas account, I may
not attend to it nearly as fast.

XII. Classroom Conduct; Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and
efficient conduct of their business. It is the students’ responsibility to know them. Such may be found in the UTD
publication, A to Z Guide, provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. These are defined and described in the Rules and Regulations, Board of Regents, The
University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of
the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in
the Office of the Dean of Students, where staff members will assist students in interpreting the rules and regulations
(SU 1.602, 972-883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. You are
expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative
rules. You are subject to discipline for violating the standards of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also imposed for such conduct.
More specifically: We are all adults, at least legally. Adult behaviour is thus expected. Disrespectful language,
gestures, shouting, insults, et cetera, are all improper and will be handled through the Dean of Students office, and
most likely will result in a grade of F.

Some Details:
A. Turn off your cell-phones- if they ring I will answer for you- and turn off your pagers as well. I reserve the right to
have you removed from the classroom if this turns out to be a persistent problem, and your grade will be penalised.
B. No headgear (i.e., anything on your head) permitted to be worn while in the classroom, nor headphones.
C. I do not care if you eat or drink; simply do so quietly and unobtrusively.

In other words: I fully expect you to behave as if you are mature, reasonable, sane people.
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 XIII. Academic Integrity and Scholastic Dishonesty

UTD is committed to a high standard of academic integrity in the academic community. In becoming a part of
the academic community, UTD students are responsible for honesty and independent effort. The faculty expects from
its students a high level of responsibility and academic honesty. Because the value of an academic degree depends
upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a
high standard of individual honor in his or her scholastic work. Failure to uphold these standards includes, but is not
limited to, the following: cheating, plagiarism, collusion and/or falsifying academic records.
Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from
the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with
under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of
turnitin.com (and other resources) for searches on the web for possible plagiarism.

Some Definitions:
A. Cheating includes looking at or copying from another student's exam, orally communicating or receiving
answers during an exam, having another person take an exam or complete a project or assignment, using unauthorized
notes, texts, or other materials for an exam, and obtaining or distributing an unauthorized copy of an exam or any part
of an exam.
B. Plagiarism means passing off as his/her own the ideas or writings of another (that is, without giving proper
credit by documenting sources). Plagiarism includes submitting a paper, report or project that someone else has
prepared, in whole or in part.
C. Collusion is inappropriately collaborating on assignments designed to be completed independently.
These definitions are not exhaustive.
With instructor permission only, tape recorders and laptops may be used during lectures only for the purpose
of helping students take notes. The use of such devices for any other purpose may result in loss of device use for
remainder of semester, system charges of academic dishonesty, and administrative drop from the course. No other
electronic devices will be allowed during class without specific instructor approval.
When there is any scholastic dishonesty, I will assign an “F” for the course, and additional sanctions may
include being expelled from UTD and the UT System, and punishments appropriate under State of Texas Criminal
Code, Penal Section §32.49, (HB 0762).

XIV. Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of UTD’s
Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or
other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve
the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter
cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the
student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.Copies of these rules and regulations are available
to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting
the rules and regulations.

XV. Incomplete Grade Policy

As per UTD policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and
only if 70% of the course work has been completed. An incomplete grade must be resolved within eight weeks from
the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete
grade is not submitted by the specified deadline, the incomplete grade changes automatically to a grade of F.

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 XVI. Religious Holy Days

UTD will excuse a student from class for the travel to and observance of a religious holy day for a religion
whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
You are required to notify me as soon as possible regarding the absence, in advance of the assignment. The
student, if excused, will be allowed to complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes
any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period will receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to
complete any missed assignments or examinations, either the student or the instructor may request a ruling from the
chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

XVII. ADA Statement and Disability Services

The University of Texas at Dallas is dedicated to providing the least restrictive learning environment for all
students. UTD promotes equity in academic access through the implementation of reasonable accommodations as
required by the Vocational Rehabilitation Act of 1973, Title V, Section 504 and the Americans with Disabilities Act of
1990 (ADA) which will enable students with disabilities to participate in and benefit from all post-secondary
educational activities.
If you have any special needs which affect your ability to learn in this class, please inform me. Appropriate
steps will be taken to assist you with your needs. Any student with a documented disability (physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Office of
Disability Services, Ms. Kerry Tate, Coordinator, in the Student Union, Room 1.804. Faculty members are authorized
to provide only the accommodations requested by the Office of Disability Services.
( http://www.utdallas.edu/legal/title9/contactada.html )
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those
of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are
Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m.
to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions
against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing
impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or mobility
assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student has a
disability and needs accommodations. Individuals requiring special accommodation should contact the professor after
class or during office hours.

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 XVIII- Topic, Reading, and Due Dates Schedule

August 21- Introduction to the Course: Do Campaigns Matter? Do Elections Matter?

· Thompson, “Authors Note”, “January 1971”, “February”, and “March” (pp 1-135)

August 28- Constitutional Foundations of Voting and Elections and U.S. Political Culture, and the Nature of Party Competition
· Abramowitz, pp. 1-38; Flanigan and Zingale, Chapters 1&2; Thompson, “April”

· The Articles of Confederation ( http://www.usconstitution.net/articles.html )

· The Constitution of the U.S. ( http://www.usconstitution.net/const.html )
· Federalist 10 ( http://www.foundingfathers.info/federalistpapers/fed10.htm )
· Federalist 50 ( http://www.foundingfathers.info/federalistpapers/fed50.htm )
· Federalist 68 ( http://www.foundingfathers.info/federalistpapers/fed68.htm )
September 4- INTEGRATIVE SUMMARY 1 DUE
The Nature of Party Competition: Two partyism vs. multipartyism, majoritarian vs. proportional representation systems and different
approaches to tallying preferences
· Abramowitz, pp. 39-50; Brams, pp. 1-27, Thompson, “May”
· Colomer, 2005. “It's Parties That Choose Electoral Systems (or, Duverger's Laws Upside Down)” in Politival Studies 53:1, 1-21.
( http://www3.interscience.wiley.com/journal/118648171/abstract )
· Russel Dalton, 2008. “The Quantity and the Quality of Party Systems” in Comparative Political Studies, 41:7, 899-920
( http://cps.sagepub.com/cgi/content/abstract/41/7/899 )
· Partha Dasgupta and Eric Maskin, 2004. “The Fairest Vote of All.” Scientific American: March, 42-47
( http://www.sciam.com/article.cfm?id=the- fairest-vote-of-all )
September 11-INTEGRATIVE SUMMARY 2 DUE (on The Nature of Party Competition…)
Political Parties, Political Participation and Campaign Finance
· Abramowitz, pp. 19-42, 50-55, 73-170; Flanigan and Zingale Ch’s 3, 4, and 5
A. Why Parties?
· Harmel and Janda, 1994. “An Integrated Theory of Party Goals and Party Change” in Journal of Theoretical Politics, 6:3, pp. 259-287
( http://jtp.sagepub.com/cgi/content/abstract/6/3/259 )
· Susan Stokes, 1999. “Political Parties and Democracy” in Annual Reviews of Political Science, 2, pp. 243-267.
( http://arjournals.annualreviews.org/doi/full/10.1146/annurev.polisci.2.1.243?cookieSet=1 )
· Snyder and Ting, 2002. “An Informational Rationale for Political Parties” in American Journal of Political Science, 46:1, 90-110
( http://www.jstor.org/sici?sici=0092-5853(200201)46:1%3C90:AIRFPP%3E2.0.CO;2-S )
B. Campaign Finance
· Gary Andres, 1985. “Business Involvement in Campaign Finance: Factors Influencing the Decision to Form a Corporate PAC” in PS 18:2
pp. 213-220. ( http://www.jstor.org/sici?sici=0030-8269(198521)18%3A2%3C213%3ABIICFF%3E2.0.CO%3B2-D )
· Scott Ashworth, 2006. “Campaign Finance and Voter Welfare with Entrenched Incumbents”, in American Political Science Review, 100:1,
55-68. ( http://www.jstor.org/sici?sici=0030-8269(198521)18%3A2%3C213%3ABIICFF%3E2.0.CO%3B2-D )
September 18- INTEGRATIVE SUMMARY 3 DUE
Political Parties, Political Participation and Campaign Finance, continued
C. Primary Frontloading and Constituency Politics in the Nomination Process
· Thompson, “June” and “Late June”
· Carman and Barker, 2005. “State political culture, primary frontloading, and democratic voice in presidential nominations: 1972–2000” in
Electoral Studies, 24:4, pp. 665-687 ( http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V9P-4FTXXK2-
1&_user=108452&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=108452&md5=4a3c1abedc929f92
9a740b73a2504d59 )
D. Citizen Outreach: The Traditional Media and Alternative Technologies
· Williams, et alii, “Blogging and Hyperlinking: use of the Web to enhance viability during the 2004 US campaign” , in Journalism Studies, 6:2,
177-186( http://www.informaworld.com/index/713949936.pdf)
· Moy, Xenos and Hess, “Priming Effects of Late-Night Comedy”, in International Journal of Public Opinion Research, 18:2, pp. 198-210,
( http://ijpor.oxfordjournals.org/cgi/content/abstract/18/2/198 )
September 25- INTEGRATIVE SUMMARY 4 DUE
Voting Behavior in Presidential Primary Elections & Wrap Up of Nomination Process
· Abramowitz, pp. 158-164; Flanigan and Zingale, Ch’s 6-8; Thompson “July”, “Interlude”, and “August”
· Rickershauser and Aldrich, 2007. ““It's the electability, stupid” - or maybe not? Electability, substance, and strategic voting in presidential
primaries” in Electoral Studies 26:2, pp. 371-380, ( http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V9P-4MH2BK1-
1&_user=108452&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=108452&md5=34db23b5b74968c1
54b7d2c7e2c11fd4 )
· Gurian, et alii, 2005. “Divisive State Primaries, Divided National Parties” (unpublished manuscript: http://dcann.myweb.uga.edu/dp.pdf )
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October 2- INTEGRATIVE SUMMARY 5 DUE (on Voting Behavior in…)
The Party Nominating Conventions
· Brams, pp. 29-52; Thompson, “September”
· Layman, et alii, 2005. “PARTY POLARIZATION IN AMERICAN POLITICS: Characteristics, Causes, and Consequences” in Annual Reviews
of Political Science, 9, pp. 83-110 ( http://arjournals.annualreviews.org/doi/full/10.1146/annurev.polisci.9.070204.105138 )
· Bruce Altschuler, 2006, “Scheduling the Party Conventions” in Presdential Studies Quarterly 36:4, pp. 660-669
( http://www3.interscience.wiley.com/journal/118611234/abstract )
October 9- Mid-Semester.
INTEGRATIVE SUMMARY 6 DUE
Short Film: Chicago 1968.
Dissection of the 2008 Party Conventions.
October 16 - INTEGRATIVE SUMMARY 7 DUE
The Fall Presidential Campaign and Negative Campaigning
· Abramowitz, pp. 39-72 and 171-183; Brams pp. 55-88, Thompson, “October”, “November”, and “Be Angry at the Sun”
A. Strategic Considerations
· Larry Bartels, 1985. “Resource Allocation In a Presidential Campaign”, in The Journal of Politics, 47:3, 928-936.
( http://www.jstor.org/sici?sici=0022-3816(198508)47%3A3%3C928%3ARAIAPC%3E2.0.CO%3B2-5 )
· Petrocik, ey alii. 2004. “Issue Ownership and Presidential Campaigning, 1952-2000”Political Science Quarterly, 118:4 pp. 599-626
( http://www.ingentaconnect.com/content/taps/psq/2003/00000118/00000004/art00003 )
· Siglemann and Buell, 2003.“You Take the High Road and I'll Take the Low Road? The Interplay of Attack Strategies and Tactics in
Presidential Campaigns” 65:2, pp. 518-531. ( http://www3.interscience.wiley.com/journal/118833138/abstract )
B. Negative Campaigning
· W.G. Mayer. 1996. “In Defense of Negative Campaigning.” Political Science Quarterly, 111, pp. 437-455
( http://www.jstor.org/sici?sici=0032-3195(199623)111:3%3C437:IDONC%3E2.0.CO;2-Q&cookieSet=1)
· Deborah Jordan Brooks, 2004. “The Resilient Voter: Moving Toward Closure in the Debate over Negative Campaigning and Turnout”, in
Journal of Politics 68:3, pp. 684-696. ( http://www3.interscience.wiley.com/journal/118594726/abstract )
C. Third Party and Independent Campaigns
· Abramowitz pp 200-202
· Peterson and Wrighton, 1998, “Expressions of Distrust: Third-Party Voting and Cynicism in Government”, in Political Behavior, 20:1, pp. 17-
34 ( http://www.jstor.org/sici?sici=0190-9320(1998)20:1%3C17:EODTVA%3E2.0.CO;2-#&origin=sfx%3Asfx )
· John Gerring, “Minor Parties in Plurality Electoral Systems” in Party Politics 11:1, pp. 79-107
( http://ppq.sagepub.com/cgi/content/abstract/11/1/79 )
October 23- INTEGRATIVE SUMMARY 8 DUE (on The Fall Presidential Campaign…)
Coalition Politics
· Brams, pp.91-118
· Wlezien and Erickson, 1999 “The Timeline of Presidential Election Campaigns” in Journal of Politics 64:4, 969-993
( http://www3.interscience.wiley.com/journal/118911084/abstract )
October 30- INTEGRATIVE SUMMARY 9 DUE
Explaining the Vote, Explaining and Forecasting Elections
A. Explaining the Vote and Election
· Abramowitz pp 195-200
· Abramowitz, 2004, “Terrorism, Gay Marriage, and Incumbency: Explaining the Republican Victory in the 2004 Presidential Election”, in The
Forum: 2:4, Article 3.
http://www.bepress.com/forum/vol2/iss4/art3
· Castellec, et alii, “Predicting and Dissecting the Seats-Votes Curve in the 2006 U.S. House Election” in PS: Political Science & Politics,
41:1, pp. 139-145 ( http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=1631260 )
B. Forecasting Elections and Speculations on “What Might Have Been”
· Abramowitz pp 195-200, Brams, pp. 119-131
· James E.Campbell, 1996. “Polls and Votes: The Trial-Heat Presidential Election Forecasting Model, Certainty, and Political Campaigns”, in
American Politics Research, Vol. 24, No. 4, 408-433 ( http://apr.sagepub.com/cgi/content/abstract/24/4/408 )
· James E. Campbell, 2001. The Referendum That Didn’t Happen: The Forecasts of the 2000 Presidential Election. In PS- Political Science
and Politics, 34: 33-38 ( http://www.jstor.org/sici?sici=1049-0965(200103)34%3A1%3C33%3ATRTDHT%3E2.0.CO%3B2-3 )
· Thomas N. Brunell. 2006. “Rethinking Redistricting: How Drawing Uncompetitive Districts Eliminates Gerrymanders, Enhances
Representation, and Improves Attitude towards Congress”, in PS: Political Science and Politics, 40:77-86.
( http://journals.cambridge.org/download.php?file=%2FPSC%2FPSC39_01%2FS1049096506060173a.pdf&code=f14dc2ca03eb14f81d84a
553e6b92ef1 )
· David H. Donald. 2004. “Four Fateful Elections”. Smithsonian. 35:52-65 ( http://www.accessmylibrary.com/coms2/summary_0286-
7725715_ITM )

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November 6- INTEGRATIVE SUMMARY10 DUE (on Explaining the vote…)
Running for Congress and Local Office- Incumbency, Issues, Candidates, Campaign Spending & Election Outcomes.
· Abramowitz pp 207-246.
· Richard R. Lau and Gerald M. Pomper, 2001. “Negative Campaigning by US Senate Candidates”, in Party Politics, Vol. 7, No. 1, 69-87
( http://ppq.sagepub.com/cgi/content/abstract/7/1/69 )
· Jamie Carson, 2000. “Strategy, Selection, and Candidate Competition in U.S. House and Senate Elections” in Journal of Politics 67:1, 1-28
( http://www3.interscience.wiley.com/journal/118646325/abstract )
· Markus Prior, 2006, “The Incumbent in the Living Room: The Rise of Television and the Incumbency Advantage in U.S. House Elections” in
Journal of Politics 68:3, pp. 657-673 ( http://www3.interscience.wiley.com/journal/118594724/abstract )
· Alan Abramowitz, Brad Alexander and Mathew Gunning, 2006. “Don’t Blame Redistricting for Uncompetitive Elections.” PS: Political
Science and Politics, 40: 87-90
( http://journals.cambridge.org/download.php?file=%2FPSC%2FPSC39_01%2FS1049096506060185a.pdf&code=2708dc455a8e0b1f5e74d
9e8bd98cb77 )
November 13- INTEGRATIVE SUMMARY 11 DUE
Elections and Voting in “Whole Other Countries”…
· Bonnie M. Meguid, 2005. “Competition Between Unequals: The Role of Mainstream Party Strategy in Niche Party Success” in American
Political Science Review 99:2, 247-259 ( http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=332870)
· Allistair Cole, 2003. “A Strange Affair: The 2002 Presidential and Parliamentary Elections in France” in Government and Opposition 37:3,
pp.317 – 342 ( http://www3.interscience.wiley.com/journal/118907300/abstract )
· Clarke et alii, 2006. “Taking the Bloom off New Labour's Rose: Party Choice and Voter Turnout in Britain, 2005” , in Journal of Elections,
Public Opinion & Parties, 16:1, pp. 3 - 36
November 20 – INTEGRATIVE SUMMARY 12 DUE
…and elections in Texas
· Coate, et alii, 2008. “The performance of pivotal-voter models in small- scale elections: Evidence from Texas liquor referenda” in Journal of
Public Economics, 92:3/4, pp. 582-596 ( http://linkinghub.elsevier.com/retrieve/pii/S004727270700117X )
· Gregory Thielemann, 1993 “Local Advantage in Campaign Financing: Friends, Neighbors, and Their Money in Texas Supreme Court
Elections”, in Journal of Politics, 55:2, pp. 472-478 ( http://www.jstor.org/sici?sici=0022-
3816(199305)55%3A2%3C472%3ALAICFF%3E2.0.CO%3B2-G )
· Dale Baum, 1991, “Pinpointing Apparent Fraud in the 1861 Texas Secession Referendum”, in Journal of Interdisciplinary History, 22:2, pp.
201-221 ( http://www.jstor.org/sici?sici=0022-1953(199123)22%3A2%3C201%3APAFIT1%3E2.0.CO%3B2-U )
November 27 Thanksgiving Holiday - No Class
December 4 – INTEGRATIVE SUMMARY 13 DUE
Discussion of the General Election, Recap, and “the Next Time…”
· Brams, pp. 133-159, Thompson “December” and “Epitaph”
December 11- Date of the Final Exam. Comprehensive Essay DUE NLT 1600.

PLEASE NOTE

I reserve the right to amend or append this syllabus as need dictates. Any and all changes
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(Last updated: 19 August, 2008)
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